Determinants of socioemotional and behavioral well-being among First Nations children living off-reserve in Canada: A cross-sectional study

IF 3.9 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development Pub Date : 2024-11-12 DOI:10.1111/cdev.14192

Sawayra Owais, Maria B. Ospina, Camron D. Ford, Troy Hill, Jessica Lai, John Krzeczkowski, Jacob A. Burack, Ryan J. Van Lieshout

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Abstract

Few studies have focused on off-reserve Indigenous children and families. This nationally representative, cross-sectional study (data collected from 2006 to 2007) examined Indigenous- and non-Indigenous-specific determinants associated with positive socioemotional and behavioral well-being among First Nations children living off-reserve in Canada. The parents or other caregivers of 2990 two-to-five-year-old children (M = 3.65; 50.6% male) reported on their children's socioemotional and behavioral well-being and a range of child, parent, and housing characteristics. Being taught an Indigenous culture, greater community cohesion, caregiver nurturance, good parental/other caregiver health, and fewer household members were associated with better socioemotional and behavioral well-being. These results highlight the importance of leveraging Indigenous-specific determinants and acknowledging non-Indigenous-specific factors, to promote the well-being of First Nations children living off-reserve.

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生活在加拿大保留地以外的原住民儿童社会情感和行为福祉的决定因素：横断面研究

很少有研究关注非保留地土著儿童和家庭。这项具有全国代表性的横断面研究（数据收集于 2006 年至 2007 年）考察了与加拿大非保留地原住民儿童积极的社会情感和行为福祉相关的原住民和非原住民特定决定因素。2 990 名 2 至 5 岁儿童（M = 3.65；50.6% 为男性）的父母或其他照顾者报告了他们孩子的社会情感和行为健康状况，以及一系列儿童、父母和住房特征。接受土著文化教育、更强的社区凝聚力、照顾者的养育、父母/其他照顾者健康状况良好以及家庭成员较少与更好的社会情感和行为幸福感有关。这些结果凸显了利用原住民特有的决定因素并承认非原住民特有因素的重要性，以促进生活在保留地以外的原住民儿童的福祉。

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来源期刊

Child development Multiple-

CiteScore

9.20

自引率

4.30%

发文量

149

期刊介绍： As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.